Analysis of scores for 70 nonhandicapped students (grades 1, 3, and 5) on the Teacher Checklist of School Behavior and a peer nomination sociometric scale revealed that Ss rated by teachers as having more frequent characteristics of emotional disturbance were likewise the students receiving the fewest nominations by peers. (CL)

Affiliation patterns of 19 emotionally disturbed children (ages 10-13) in a residential school were analyzed. Results indicated that robust peer clusters could be identified, within-classroom clusters were relatively stable over time, and considerable overlap occurred between findings of social network analyses and applied sociometric techniques.…